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Dissertations / Theses on the topic 'Communicative practice'
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Rodwell, James. "'Kierkegaard's Communicative Practice'." Thesis, University of Essex, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485492.
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This thesis aims to read Kierkegaard's work, and iIi 'particular the Postscript, under his own assessment of his writing as communication.This way of reading Kierkegaard has, I argue, been neglected in the predominant strands of secondary commentary, namely, blunt readings and deconstructive readings that typically take Kierkegaard's communicative work as subsidiary to his theoretical contributions. By building upon the recent works of Conant atf
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Gaines, Kathryn Ann. "A Communicative Theory of Leadership Practice." Antioch University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1193149740.
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Fullwood, Christopher. "Video-mediated communication : psychological and communicative implications for advice on good practice." Thesis, University of Stirling, 2003. http://hdl.handle.net/1893/932.
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This thesis investigates whether certain practices improve the use of video-mediated communication; specifically video-mediated gazing (the act of looking directly into the camera) and face-to-face familiarisation prior to video-mediated meetings. This is done through comparisons of conditions where such practices are employed and control conditions. The successful adoption of these practices is assessed using a multi-level approach: investigating the communicative process, participant perceptions and task outcome. Participant perceptions are directed towards assessing the media, assessing other participants using the media, perceptions of task performance and communicative success, and perceptions of social co-presence. In cases where task outcome is assessed, an objective measurement of performance is taken. Communicative process is assessed through investigating participants use of gazing behaviour and verbal aspects of process: for example turn length, dialogue length and the numper of interruptions. Verbal aspects of process are also measured using Conversational Games analysis, where the functions of participants' utterances are assessed. The results show that participants who gaze at the camera are perceived more favourably. Accompanying speech with video-mediated gazing also results in improved recall of information. Face-to-face familiarisation alters participant perceptions of others using the media and feelings of social co-presence. It is concluded that for certain applications (specifically social tasks) and with an appropriate level of training (specifically with the use of video-mediated gazing) the use of such strategies benefits video-mediated communication.
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Hagemeier, Nicholas E. "Communicative Behavior." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1488.
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Book Summary: This outstanding resource guide for students and young adults provides an introduction to the history of prescription drug abuse that explains how this problem has arisen and examines the social, political, economic, and health issues associated with prescription drug abuse in modern society.
• Explains the dangers associated with the use of prescription drugs for nonmedical purposes
• Provides a detailed introduction for readers seeking to learn about the topic of prescription drug abuse and serves as an research tool for school projects
• Includes thought-provoking perspective essays from individuals involved in the discussion of how to address prescription drug abuse
• Supplies primary source documents in the form of excerpts from laws, administrative rulings, and court cases regarding prescription drug abuse as well as a glossary of key terms used in discussing the topic of prescription drug abuse
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Kaye, Nicola Art College of Fine Arts UNSW. "Physical/virtual sites: using creative practice to develop alternative communicative spaces." Publisher:University of New South Wales. Art, 2008. http://handle.unsw.edu.au/1959.4/42742.
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This thesis interrogates my and others?? creative praxis using the tools of the Internet, webcam, blogging and digital video, to elucidate possibilities for communication. I examine whether these tools are productive for my creativity and others?? in increasing communicative spaces and building social networks amongst the complexities of globalised culture. Many cultural commentators consider the Internet as a new kind of public sphere, developing community, strengthening the lifeworld and providing ethical discourse. The Internet, however, is a context not without problems. Still, less that one quarter of the world??s population has access, and computer illiteracy and governance (to name only a few) contribute to its limitations ?? this dichotomy is central to my investigation. I demonstrate that information communication technologies (ICTs) such as the Internet are radically altering our everyday lives and mediation is increasingly pervasive. I argue, therefore, that our globalised context demands alternative communicative spaces to mainstream media that allow diversity, plurality, intersubjectivity and new forms of interrogation. I ask whether the Internet can assist in the development of social networks and newest social movements (NSMs) by increasing civic bonds and communities. I posit communicative action, reflexivity and praxis as productive tools for a critical practice. I suggest that these theories are influential in researching the Internet??s potential in generating social awareness. I argue that the Internet can be used to construct social spaces and, in conjunction with creativity, can increase its productive capacity in developing diverse and ethical communicative contexts.
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Huber, Aubrey Anne. "HELP AS COMMUNICATIVE PRACTICE: A CRITICAL ETHNOGRAPHY OF A TEACHER EDUCATION CLASSROOM." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/dissertations/681.
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AN ABSTRACT OF THE DISSERTATION OF Aubrey A. Huber, for the Doctor of Philosophy degree in Speech Communication, presented on March 29, 2013 at Southern Illinois University Carbondale. TITLE: HELP AS COMMUNICATIVE PRACTICE: A CRITICAL ETHNOGRAPHY OF A TEACHER EDUCATION CLASSROOM MAJOR PROFESSOR: Dr. Nathan P. Stucky As a scholar studying critical communication pedagogy, I am interested in the ways help is produced in communication by future educators. I take Stewart's (1995) claim seriously that words are not merely representational, but instead produce reality. Working from this paradigm, I examined help-producing communication and its implications to theorize help and generate strategies to improve help practices, specifically between teachers and students. To collect data for this project I conducted an ethnography of the teacher education course, "Schooling in a Diverse Society," EDUC311. I was interested in future teacher discourse because teaching often is articulated as a helping profession. For example, a common argument from my research was that to teach is to help students learn content, skills, and particular worldviews. Schein (2009) argues that help is a process that cannot be easily explained. He asserts, "Helping is a common yet complex process. It is an attitude, a set of behaviors, a skill and an essential component of social life" (p. 144). However, very little work has been done to theorize or analyze the implications of help, particularly in terms of communication and educational contexts. In this dissertation, I examined how future teachers articulate and produce help in and through communication. In my experience as a former teacher education student, I found that the help articulated in teacher education classes, that focus on democracy and social justice was remarkably different than the help articulated in everyday experience. Hunt (1998) resolves, "A focus on teaching for social justice reminds us that our children need not only a firm grounding in academics but also practice in how to use those academics to promote a democratic society in which all get to participate fully" (p. xiii). Social justice educators recognize students have the ability to enact change. They recognize inequity and actively work with their students to understand their subject positions in order to work against systems of oppression. In social justice education, help is a process "with" students instead of "help for" students. EDUC311 explores the relationship between social justice and democracy. As a required course for all teacher education students at Southern Illinois University, this course provided me with an ideal population of future educators. By studying the communication of future educators in a course that emphasizes social justice, I analyzed the ways they produced notions of help, generated a definition of social justice-oriented help, and provided strategies that current and future educators could use to better help their students.
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Sjöqvist, Axel. "Communicative Language Teaching in Practice : Function versus form in teacher trainees´ lesson plans." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-81615.
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This paper sets out to explore to what extent teacher trainees at a university in southern Sweden are influenced by communicative language teaching (CLT) approaches that the Swedish national syllabus for English, LGR 11, advocates. In addition, reliabilities regarding the level of institution (Junior High versus High School) will also be explored. The material consists of 20 lesson plans, two from each student equally split between Junior High and High School. These plans were submitted by the author’s classmates as part of an assignment during their teaching practice. The method for rating the lesson plans in terms of function versus form is based on a chart created by Thornbury (1999), although his chart has been adapted to better suit the methodology of this paper. The results showed that most of the lesson plans favored, to varying degrees, a communicative approach; the most popular one being a mixture of deep-end and shallow-end CLT approaches. Furthermore, the lessons in High school proved to lean slightly more towards deep-end CLT than their counterparts at Junior high.
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Mothudi, T. H. (Tamucha). "Communicative language teaching and learning : interfacing theory and practice - the case of Botswana secondary schools." Thesis, University of Pretoria, 2015. http://hdl.handle.net/2263/50715.
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Researchers world-wide and also in Botswana have highlighted the lack of compatibility between Communicative Language Teaching (CLT) and the beliefs and traditions of specific contexts. This research seeks to contribute to this body of research by reporting on the interface between the theory and practice of CLT in Botswana’s urban junior secondary schools. One reason for the widely held perception in Botswana that there are problems with English second language proficiency can be found in the English second language secondary school classrooms. The quantitative data analysis saw some contradictory findings. On the one hand teachers appeared to approve of and knew what CLT was. On the other hand, their theoretical knowledge did not seem as sound as it should be. The teachers themselves seemed to feel that they were left out of the decision making process and their answers also suggested that they had to rely on their own initiatives to augment their teaching. In the qualitative part of the study it was demonstrated that little of the typical and most fundamental aspects of CLT were apparent in the classrooms. Limited attention is devoted to developing the learners’ skills and knowledge of how language is effectively used as a vehicle for conveying meaning in different socio-cultural contexts. In contextualising the findings within CLT research, the study attributes this discrepancy to, among others, what appears to be a top-down decision taken to implement the communicative curriculum in Botswana’s ELT, prior to ensuring that the CLT paradigm has been adequately conceptualized by the language teachers. The study recommends that pre-service and in-service training should be far more focused on preparing teachers for their new role as facilitators in the CLT classroom.Thesis (DPhil)--University of Pretoria, 2015.
tm2015
Afrikaans
DPhil
Unrestricted
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Wang, Li. "Online Communities of Practice: A Case Study of The CI Network from A Communicative Perspective." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1273170599.
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Zhang, Ning. "Bridging the Gap Between Communicative Language Teaching and Practice in an Introductory Chinese Language Classroom." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404401363.
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Hunter, Duncan. "Communicative language teaching and the ELT Journal : a corpus-based approach to the history of a discourse." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/3731/.
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Despite recent challenges, CLT remains influential and continues to be implemented in a number of contemporary ELT contexts. This project represents an attempt to investigate the history of CLT as a means of gaining a clearer understanding of its main principles and ideas. The investigation aims to identify some key concepts in the discourse of the ELT Journal over the period when the communicative approach is believed to have emerged. Two consecutive periods are studied; an earlier (1973 to 1981) phase when the journal was edited by W.R. Lee, and a later (1981 to 1986) period under Richard Rossner. The project makes use of two separate keyword “traditions” to examine words that play an important role in the discourse of the journal. Firstly, a machine-based, corpus procedure was carried out, using the collections of articles as a kind of corpus. Later, a more thorough, detailed keyword analysis was undertaken, borrowing from the techniques pioneered by Raymond Williams, in which the histories of individual words are traced chronologically across texts. Chapter One, the literature review, presents a rationale for the project and the use of history to illuminate our understanding of CLT. It carries out a review of the existing body of literature covering the emergence of the approach and suggests a more systematic and thorough-going historical approach based on primary sources is now needed. Chapter Two describes the process by which I assembled the methods and tools necessary to carry out the analysis. Chapter Three describes the project procedure itself, explaining the decisions made, and processes arrived at, to carry out the investigation. Chapter Four presents the first phase of the project’s findings. Quantitative keyword lists are presented and briefly discussed in relation to existing accounts. Chapters Five, Six, Seven, Eight, and Nine are “word histories” for the keywords COMMUNICATIVE, LEARNER, ACTIVITY, TASK and SYLLABUS, respectively. Using the findings from Chapter Four as a starting point, each chapter traces the history of an important keyword across the chronological period of the corpus, recontextualising data isolated by the quantitative keyword procedure. Chapter Ten is the project’s discussion and conclusion.
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Nishino, Takako. "Communicative Language Teaching in Japanese High Schools: Teachers' Beliefs and Classroom Practices." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/54812.
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CITE/Language ArtsEd.D.
This study was an investigation of Japanese high school teachers' (N=139) beliefs and practices regarding communicative language teaching (CLT). Four research questions were posited concerning the beliefs that Japanese high school teachers hold regarding CLT, how Japanese high school teachers use CLT in the classroom, how Japanese teachers' beliefs and practices differ between academic and vocational high schools, and how the beliefs of Japanese high school teachers, their classroom practices, their learning experience, pre- and in-service training, perceived teaching efficacy, and contextual factors relate to and influence each other regarding the use of CLT. In order to provide answers to these questions, a survey, classroom observations, and interviews were conducted. Before conducting the quantitative analyses, the questionnaire data were analyzed using the Rasch rating-scale model to confirm the validity and reliability of the questionnaire and to transform the raw scores into equal interval measures. Regarding the first and second research questions, the descriptive statistics showed that despite holding positive beliefs about CLT, the respondents to the survey did not frequently use communicative activities. With respect to the third research question, a MANOVA indicated that the types of schools (academic and vocational) did not significantly influence the survey respondents' beliefs and practices regarding CLT. Concerning the fourth research question, the Pearson correlation coefficients showed relatively strong correlations between (a) Classroom Practices and Student-related Communicative Conditions (r = .56) and (b) L2 Self-confidence and CLT Self-efficacy (r = .55). Also, the best fitting path model indicated that (a) Student-related Communicative Conditions impacted Classroom Practices, (b) Positive CLT Beliefs indirectly influenced Classroom Practices via CLT Self-efficacy, and (c) Exam-related Expectations affected most of the indicator variables and Classroom Practices. Related to this, qualitative results indicated that the respondents' learning experience, in-service training, and contextual factors influenced their beliefs and practices.
Temple University--Theses
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Rönn, Milda. "”Det är inte förrän man gör det som man förstår” : Om kommunikativa hinder vid en teaterhögskola." Doctoral thesis, Stockholms universitet, Institutionen för nordiska språk, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8459.
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The first aim of the dissertation is to shed light on how communication at a drama college may obstruct the students’ involvement. There are three studies on this subject in the dissertation. The first study deals with the students’ involvement in their education in general. The second study deals with the applicants’ involvement in the entrance examination to the college. The third study deals with the students’ involvement in a basic acting course at the college. The main theoretical framework is Etienne Wenger’s theories on social practices and social configurations, Per Linell’s activity type theory, and Herbert Clark’s theories on joint projects. The studies reveal a number of potential communicative obstacles, due to different basic communicative circumstances, communicative procedures and normative formulations. The second aim of the dissertation is to offer analytical tools which drama colleges and similar organizations can use to shed light on their own communication. The analytical concepts and the method used in the studies have the potential to be useful for such organizations: the concepts are relatively comprehensible and do not require a specific type of data, and the method offers steps in which to conduct an analysis. The third aim is to develop forms for what in the dissertation is called a practice-oriented communication analysis, in order to contribute to the discussion on how to study language use as part of broader communicative and social contexts, and how to collaborate with those whose communication is studied. The dissertation offers an orderly way to handle such questions, by formulating guidelines for the selection of theories, methods, and data, and by arguing for certain theories, methods, and data in regard to the guidelines.
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Flewitt, Rosie. "Is every child's voice heard? : longitudinal case studies of 3-year-old children's communicative strategies at home and in a preschool playgroup." Thesis, University of Southampton, 2003. https://eprints.soton.ac.uk/184047/.
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This ESRC funded study investigates how young children integrate a range of multimodal strategies, including talk, body movement, gesture and gaze, to make and express meaning at home and playgroup during their first year in preschool. Using longitudinal ethnogrpahic video case studies of four 3-year-old children, two boys and two girls, this study identifies patterns in the children's uses of different communicative strategies that relate to the dynamics of the social, institutional and immediate contexts in which they are situated, particularly with regard to whether at home or in playgroup; with familiar or less familiar other; with adults or peers; with peers of the same sex or age group and with different playgroup activities. The thesis draws on post-modern interpretations of knowledge and truths to reflect critically on the different pedagogic discourses concerning the role of talk in learning implied in the Foundation Stage Cuurriculum and to revisit Vygtskian and neo-Vygotskian theories of talk and learning in the light of children's multimodal sign making in different settings. Byinterpreting the children's gaze, facial gestures and body movements as part of both communicative and meaning-making processes, the study peices together unique and composite understandings of how children conform to and resist the communicative practices of the 'speech community' (Hymes 1996) within the playgroup studied. These findings in turn give new insights into the genesis of pupil identity and issues of power, control and agency. Futhermore, the study discusses the development of systems for handling and representing complex video data alongside more traditional data collection methods, including audio recordings, field and diary notes and interviews. The thesis concludes by discussing how the study findings contribute to growing understandings of the multimodal processes of young children's making and expresing of meaning and consequent implications for early years policy and practice.
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Kent, Geoffrey. "Intersubjectivity and groupwork in school mathematics : examining year 7 students' interactions from a perspective of communicative action." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/45256/.
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This thesis explores how small group interactions around problem-solving in secondary school mathematics can be understood using a theoretical framework of Communicative Action inspired by Habermasian Critical Theory. How does cognition express itself socially? What are the technical features of communicative acts that afford access to the development of mutual understanding? A case study approach was used to investigate episodes of interactive speech acts. Participants included three Year 7 mathematics teachers and 87 students in 3 different English secondary schools, who were engaged in adopting aspects of a 'Complex Instruction' pedagogical approach to design and coordinate problem-solving groupwork. Tasks were collaboratively designed with the participating teachers, followed by participant observation of the lessons, and post-lesson interviews with the teachers. Small group interactions were recorded using Flip cameras at each table that captured audio and video of student interactions around the tasks, and whole class video was also recorded. Initial analysis of small group interactions led to the development of codes and models focused on understanding interactions from an intersubjective perspective informed by Habermas' Theory of Communicative Action. These models and codes were then iteratively used to generate and refine analytical statements and working hypotheses from further interrogation of the data. The pragmatic focus of this study is on the content of episodes of utterances. These episodes are part of the intersubjective level at which teaching and learning take place. The findings from this analysis add to the field by developing a technical and critical treatment of evidence of intersubjectivity in mathematics education. Understanding the intersection of meaningful communication, action, and practices at the small group level is argued to provide novel insights into practice and design for problemsolving groupwork in mathematics education. The contributions of this thesis include the development of an Intersubjective Framework for Analysis of small group interactions, evidence that this framework can be productively used to identify ways in which the development of collaborative understanding expresses itself at the small group level, how it breaks down and how it can be supported. Methodologically this work makes a claim to knowledge in the development of microanalyses of situated cognition informed by Habermasian social theory. This work explores the merits and limitations of the communicative perspective in understanding small group interactions in mathematics problem-solving situations. A central claim is that Habermas' sociological approach can be used productively to investigate small group interactions in mathematics classrooms. Theoretically this work makes a claim to knowledge in the development of a novel set of codes and models that can be used to analyse evidence of intersubjectivity through analysis of episodes of utterances in situ. This analytical framework is used to argue that small group interactions can be understood productively from a theoretical perspective of Communicative Action. These contributions suggest that insights from a perspective of Communicative Action can give educators critical pragmatic insights into curriculum design, structuring groupwork and associated pedagogy, and communicative (as opposed to instrumental or strategic) intervention in the support of intersubjective understanding.
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Charlebois, Cameron. "Practice as role enactment : managing purposive sophisticated cooperation." Thesis, University of Hertfordshire, 2009. http://hdl.handle.net/2299/3603.
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This doctoral dissertation proposes a fuller, more inclusive account of practice than that which dominates current discourse on organizations, which typically turns upon occupations, professions and jobs as manifestations of publicly recognized roles or functions within organized activity, established as a function of prescribed divisions of labour and the application of skills and techniques, and assumes that people interact in the ways that their assigned roles and functions are planned to work as interrelated parts of a shared task. The approach here is a reflexive process akin to what Lévi-Strauss characterizes as ‘bricolage’, using ready-to-hand materials linking narrative, literature and argument, adding pieces iteratively in an open-ended building process over the course of the dissertation. The reflexive process entails (a) the act of writing narratives (derived from the author’s own management experiences in the private, public and voluntary sectors) so as to produce insights and themes of interest in relation to the broader theme of practice; and (b) readings of certain key works of the literature on organizations and organized activity (including Sarbin and Allen, Denzin, Wiley, Collins, Elias, Mead, Habermas, Stacey and Mintzberg) so as to expose practice-related themes relevant to the construction of an alternative account which proposes the following: (1) Practice in organizations is communicative in nature and entails the enactment of roles. Conventionally, enactment is taken to mean that the role-incumbent meets expectations set by decision-makers and premised on conformity to preset structures within a metaphorical organizational space. In an alternative account of practice, however, enactment can be more accurately framed as a dialectical process of co-emergence of role and organization by virtue of the local social interaction of the persons involved. (2) In active life the mutually-exclusive emergent process and the spatial organizational metaphor necessarily co-exist. Reframing role enactment opens a path to new understanding, such that role enactment and practice thus become problematized in that practitioners can be seen as holding a paradoxical position of some considerable relevance to practice. Today’s predominantly objectivist management thinking primarily stresses accountability for the communicative interaction of others within the organizational space. The reflexive processual approach contests the adequacy and exclusivity of this position, because managing as an emergent practice is more comprehensively communicative and open-ended. (3) The co-presence of both the objectivist and emergent accounts thus requires the manager paradoxically to hold both these views of role and organization at the same time in his or her experiences of managing. As paradox cannot be resolved, it is instead taken up by the manager-practitioner by virtue of the reflexivity central to all processes of communicative interaction. (4) It follows that acknowledging processes of enactment and the centrality of reflexivity in the practice of managing and bringing that to the attention of managers and management educators will enhance how managing sophisticated cooperation is understood and carried out.
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Mason, Amanda. "Integrating a focus on form into task-based language teaching : an investigation of four communicative tasks conducted by advanced learners of English using synchronous text-based computer-mediated communications." Thesis, Liverpool John Moores University, 2010. http://researchonline.ljmu.ac.uk/6010/.
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PETKOVA, DILYANA. "Communicating Technochange : Communication practices and how employeesperceive them." Thesis, KTH, Industriell Management, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-189496.
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Change is a prominent feature of the organizational life. Nowadays companies rely on implementing large-scale Information Technology (IT) systems in order to enhance their organizational performance. Such technochanges, similarly to planned organizational changes, unfold in stages and have an impact on the organizational members. They, however, are not immune to failures. In this respect, the process of communication has been recognized as a critical success factor and an integrative part of every change initiative. Therefore, this study has investigated the communication practices during technochange, how employees perceive them and eventually, how the communication can be enhanced in order to assure the employees’ engagement. This has been done by conducting a case study at an office of a company in Stockholm, Sweden. The study was carried out through a combination of qualitative data collection methods. The data was analyzed with a help of a theoretical framework and sorted in themes that emerged from the collected empirics. The findings indicate the process of communication has been considered and acknowledged by the case organization. The use of several communication channels for disseminating of hange information and collecting employees’ input have formed the employees’ perception of the change and communication processes. Specifically, intranet and meetings accommodate the applied one-way communication channels, while workshops and trainings represent the applied more participative communication methods. Furthermore, the study illustrates that the non-implementers are not a homogenous group and different stakeholders perceive the hange in different ways that in turn creates different communication needs. Those findings lead to identification of improvement areas and practical suggestions for implementers and managers. From a theory perspective, this thesis makes an attempt to gain deeper understanding of specific communication approaches and their effect on employees in the context of technochange.
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Hjälm, Michael. "Liberation of the Ecclesia : The Unfinished Project of Liturgical Theology." Doctoral thesis, Uppsala universitet, Kyrkovetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-158782.
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This dissertation is a critical study of the paradigm of Liturgical Theology. Focus in this systematic inquiry has been on the Russian school with the focal point in the works of Alexander Schmemann, who was active in the late 20th century. The main question of the thesis concerns the relation between theory and practice in Liturgical Theology. It is claimed that the relation between theory and practice corresponds to the relation between ritual action and communicative action. The former concerns the identity founded on the unavoidable alterity immanent in life, but also transcending life through a holistic encounter with life, which enables us to express a holistic attitude to life and the entire world. The latter concerns the equally unavoidable rationalization of life which gives rise to a continuous atomization of life through science and the process of acquiring facts and data. The thesis makes use of different theories for the reaching of an explanatory theory in connection to theory and practice. Foremost the Theory of Communicative Action in the works of Jürgen Habermas and the re-interpretation of disclosure by Nikolas Kompridis is used. It is claimed tthat ritual action is connected to a primary disclosure attached to otherness with the intention of revealing the identity of the Ecclesia. Without identity, we are left with a never-ending debate and a continuous atomization where every answer exponentially provokes more questions. Communicative action then is connected with a secondary co-disclosure with the intention for the reaching of mutual understanding, making subjects accountable and responsible. Without communicative action we are bound on a long walk into the never ending sea of being. The missionary imperative in the Ecclesia is dependent on the co-existence of ritual action and communicative action.
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Krantz, Joakim. "Styrning och mening : - anspråk på professionellt handlande i lärarutbildning och skola." Doctoral thesis, Växjö universitet, Institutionen för pedagogik, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5726.
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This study addresses how political and professional claims directed at teachers change, and in many ways challenge teachers’ professional autonomy, as well as affect preconditions for meaning-making in pedagogic practices. Focus is placed on political steering and its implications for teacher education and teachers’ work in schools. Professional tensions between claims for system-oriented success de-fined as goal achievement versus a communicative understanding are analysed within a conceptual framework of steering and meaning. Based on official educational policy documents as well as teachers’ development projects the analysis revolves around issues concerning core competencies in teacher education and professionalisation processes. The empirical material comprises the Swedish 2001-teacher education reform and the Swedish National Higher Education Agency’s criticism of that part of teacher education which is obligatory for all teacher students (AUO). Moreover, grounds for educational policy that lead to the introduction of individual development plans (IUP) in school are analysed. Additionally, comments on circulated proposals submitted by universities and teacher organisations in connection with Bologna and the IUP-reforms are subject to analysis. In terms of methodology, the study primarily draws upon theories of communicative action, critical discourse analysis and theories of the professions. The results indicate that emphasis in educational policy is placed on the clarification of goals, progression and assessment practices in schools and teacher edu-cation. Thus teachers and teacher educators need to address functional steering claims which demand commitment and loyalty for political reforms. This entails that teachers’ professional autonomy is restricted. Teachers are encouraged to take difficult decisions and act strategically in order to maximise the pedagogic outcome based on economic and political claims for excellence, collaboration, and a clear-cut steering direction. Professionalism now appears to connote quality control by way of more specified formulations and assessments towards learning outcomes. Political rhetoric stipulates as essential that teachers determine knowledge progression and boundaries between the various exam and knowledge levels. Teachers are also to expound internal documentation in order to fulfil system-related claims. The study illustrates how conditions and preconditions emanate from shared profes-sional considerations, competencies and convictions, and that teachers need to be able to discuss these. However, this is challenged by a continuously increasing management by documents. In light of recentralised steering, claims are directed at teachers who are now to create transparency, quantifiable criteria for assessment and employability. Based on the teachers’ development projects, the results indicate that teachers are critical of how the education system is subjected to increasing pressure due to a stream of reforms and evaluations. Politicisation and economisation of education underscore a need for pragmatic and strategic actions within the profession. In contrast to experiences of political lack of vision, impellent user orientation and marketisation, universities and teachers claim that critical communicative-oriented pedagogy boost professional autonomy. Moreover, the study indicates that teachers’ positions and professional identities vary depending on the perceived validity of the political claims. Claims for objectivity, simplification, clarity and functional criteria for assessment are countered by claims for in-depth meaning-making and consideration of the complexity and knowledge instability that is constitutive of pedagogic practices. Ultimately, this study illustrates a professional shift within the teacher body towards notions of objectivity and individualisation, thereby threatening teachers’ critical discussions of their organisation and work.
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Economou, Konstantin. "Making music work : Culturing youth in an institutional setting." Doctoral thesis, Linköpings universitet, Tema Kommunikation, 1994. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-35081.
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This thesis is based on two years of participant observation in a municipal youth club in a Swedish city suburb. In focus is a group of 14-19 year old boys and their relations to peers and to the staff of the club. Rock music playing, the activity they engage in, is studied as a part of the youth club practice, and seen as a communicative process in which relations are lived out. Two approaches are identified; "to go for it" and "to have fun" both of which become important in the boys´ musical awareness, as well as their attitude to life. The youth club is seen as a place where a particular kind of democratic dilemma is grappled with. The club has the pedagogical aim of creating meaningful leisure time on the visitors tenns, but also of disciplining them and functioning as an instrument of guidance into adult life values. Questions of power-relations and institutionalization are discussed through notions of the dialectic of control (Giddens); of authority (Sennett), and of Goffman's analysis of life within public institutions. In this setting, the complexity of power and of growing up in modem society are studied. Both groups; the staff and the visitors, are seen as jointly shaping and recreating a communicative practice through interaction, with music playing as the medium through which relations are transformedand hierarchies seemingly overturned at the same time as social control is cemented and protest limited.
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Ilunga, Anselmo. "L'enseignement du français langue étrangère (FLE) dans le contexte lusophone de l'Angola en milieu universitaire : cas de la FLUAN et de l'ISCED/Luanda." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0144/document.
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__Les réflexions sur le FLE en Angola sont envisagées dans le cadre historique, sociolinguistique et pédagogique. Elle a pour objectif la mise en place d’un dispositif du FLE niveau A1 vers A2 et B1 vers B2 en vue d’aider les enseignants du FLE qui se trouvent en difficultés d’améliorer leurs pratiques et aux étudiants de mieux s’approprier le FLE.La recherche porte sur une problématique spécifique qui est les difficultés langagières des étudiants en FLE qui nous interpelle et nous nous sommes posés les questions suivantes : dans quelle mesure les difficultés langagières des étudiants seraient en lien avec les difficultés des enseignants peu formés pour enseigner le français langue étrangère.Qui enseigne ? Quelle est sa formation ? Comment enseigne-t-il ? À qui enseignent-ils ?Les réponses à ces questions ont nécessité l’élucidation des plusieurs concepts. Ce travail a privilégié une approche comparative avec des vidéographies de classe et des entretiens. Nous avons décrit les activités de classe en nous intéressant à la fois à la circulation des savoirs et surtout à l’analyse des gestes professionnels des professeurs de nos institutions universitaires. Ainsi, deux types d’analyse ont été privilégiés à savoir linguistique et didactique.La thèse a vérifié l’hypothèse selon laquelle la didactique du français langue étrangère permet d’élaborer des savoirs linguistiques et culturels adaptés au contexte angolais, de pallier les difficultés dans l’activité enseignante et de faire des apprenants les acteurs de leur propre apprentissage. ________________________________________ ______________________________________French as a Foreign Language (with the French acronym FLE) in Angola is first considered in its historical, socio-linguistic and pedagogic contexts. This thesis focuses on teaching methods with the objective of proposing a teaching strategy for FLE from level A1 to A2 and from B1 to B2. The aim is to assist those FLE teachers who find themselves in difficulty to improve their practice as well as to increase students’ mastery of FLE. The research centres on the specific problem which is the language difficulties of the poor results that students achieve in FLE, which is a cause for concern and has led to the following questions: to what extent the language difficulties of students would be linked to the difficulties of teachers who are poorly trained to teach French as a foreign language? Who are the teachers? What training have they received? How do they teach? Whom do they teach to? The answers to these questions have required the clarification of linguistic concepts and different aspects within linguistics. This study has adopted a comparative approach using video recordings of classes and interviews. We have described classroom activities with a focus on the exchange of knowledge and in particular on an analysis of the professional practice of teaching staff in our university institutions. Two types of analysis have thus been undertaken: linguistic and pedagogic. The results confirm the hypothesis that the approach adopted in teaching French as a Foreign Language allows the acquisition of linguistic and cultural knowledge appropriate to the Angolan context, overcomes difficulties faced by teachers and enables learners to take an active role in the own learning
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Pakdel, Ali. "De l'activité communicative à l'activité sociale d'apprentissage des langues en ligne : analyse de la dynamique sociale en contexte institutionnel." Phd thesis, Université de Provence - Aix-Marseille I, 2011. http://tel.archives-ouvertes.fr/tel-00637137.
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Ce travail a pour principal objet d'étude la dynamique sociale développée dans le cadre des activités d'apprentissage des langues en ligne en contexte institutionnel. En s'appuyant sur les propositions faites par la théorie de l'activité, cette thèse présente une analyse de la finalité, du cadre instrumental et du cadre social de l'activité d'apprentissage des langues en ligne en contexte institutionnel et de leur évolution dans le système de l'activité. Cette recherche fournit également une méthode d'analyse permettant d'évaluer l'impact de différents types de tâches et d'environnements virtuels d'apprentissage sur l'intensité de la dynamique sociale développée au sein des groupes d'apprenants d'une langue en ligne en contexte institutionnel. La méthode d'analyse utilisée s'appuie aussi bien sur l'analyse quantitative des traces écrites des communications/productions des apprenants que sur l'analyse du contenu de ces traces. Nous montrons qu'il est possible de développer une dynamique sociale de communauté virtuelle au sein de groupes d'apprenants d'une langue en ligne en contexte institutionnel. Le développement d'une telle dynamique est favorisé par la mise en œuvre de tâches d'apprentissage des langues et d'environnements virtuels d'apprentissage permettant l'action sociale authentique dans des cadres sociaux qui dépassent le cadre formel de l'institution éducative.
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Nilsson, Emilia. "Where did the book go? - An empirical study about reading habits and reading ecologies of Swedish Kindle-users." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22404.
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Through the introduction and popularisation of e-books and e-readers, the way books are read is changing. This paper aims to investigate the reading habits of five Swedish-based Kindle users to understand their reading ecologies and what place the Kindle has in their reading ecologies. The Kindle proves an interesting research focus as it is one of the most sold e-readers in the world, but has yet to establish itself on the Swedish market. The research focuses on three main themes: the reading ecologies and habits of the interviewees; why they use the Kindle; and how they use reviews on Kindle Store. The research uses the methods of communicative ecology mapping and qualitative interviews for collecting empirical data, which is then contextualised and analysed through the theories of communicative ecology, mediatization, and media as practice. The research shows that the interviewees prefer reading on digital devices, and that particular practices of reading are done in specific spatial dimensions. Three practices of reading are visible in the interviewees’ reading ecologies: news-reading, social media-reading, and Kindlereading. The interviewees use the Kindle as a replacement of the physical book, which is shown in the way the interviewees list the e-ink technology and lack of backlit screens as motivations for using the device, in addition to the vast amount of niched literature available on Kindle Store. Moreover, reviews on Kindle Store are valuable to the interviewees when buying books, but the type of book changes how much validity the reviews hold. The reviews, no matter if they are being read or written by the interviewees, are viewed as helping the community of readers who use Kindle in finding ‘good’ literature.
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Muhic, Esma, and Sofia Lundberg. "Communicating - what and to whom? : A Qualitative Study of Stadium's CSR Practice and External Communication." Thesis, Uppsala universitet, Institutionen för informatik och media, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-275172.
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This report discusses the subject of corporate social responsibility (CSR) and CSR communication at Stadium. The study’s purpose is to study the role of sustainability in corporate social responsibility. This is executed through studying how Stadium chooses to communicate their sustainability practices externally. Furthermore, the report studies if and how Stadium’s CSR message reaches student consumers, and how it affects their opinions and consumer behavior. The gathered material is analyzed through the concept of CSR, reputation management and stakeholder theory. Our result shows that Stadium utilizes CSR as a business strategy, wants to contribute to a better society as well as gaining a more positive reputation. Stadium communicate the same sustainability information through the same communication channels to all stakeholders.We found that the student consumers are not reached by Stadium’s sustainability communication, and this is a contributing factor to why their opinions and consumer behavior at Stadium is unaffected. However, differences of opinion about whether sustainability practices affect the students’ view of Stadium arose - some would be affected by more sustainability information and for some it is rather a matter of price when making a purchase. The students believe that they would be better reached by Stadium’s sustainability message if it was communicated in stores. The report shows that sustainability is important for student consumers and also that inadequate communication decreases their opportunity to shop sustainably. It is less likely that a company’s reputation is affected in a positive way if sustainability is not adequately communicatedUppsatsen behandlar företags sociala ansvar (CSR) och CSR-kommunikation på Stadium. Studiens syfte är att undersöka vilken roll hållbarhet har inom CSR. Detta görs genom att undersöka hur Stadium väljer att kommunicera sitt CSR-arbete externt, med fokus på hållbarhetsaspekten. Vidare undersöker studien huruvida Stadiums budskap når konsumentgruppen studenter och hur det i så fall påverkar konsumenternas åsikter och köpbeteende. Syftet uppnås genom att besvara tre frågeställningar med hjälp av intervjuer med representanter från Stadium samt student-fokusgupper. Det insamlade materialet från intervjuer och fokusgrupper analyseras utifrån CSR-konceptet, reputation management och stakeholder theory. Resultatet av undersökningen påvisar att Stadium vill bidra till ett bättre samhälle samt använder CSR som företagsstrategi, och vill att CSR-arbetet skall påverka sitt anseende positivt. Stadium kommunicerar samma hållbarhetinformation genom samma kommunikationskanaler till alla Stadiums intressenter (ex. genom hemsidan).Vidare framkom att studentkonsumenterna inte nås av Stadiums hållbarhetskommunikation, och att detta är en bidragande faktor till varför deras åsikter och köpbeteende på Stadium inte påverkas. Dock framkommer delade meningar huruvida studenternas syn på Stadium och beteende påverkas av hållbarhetsarbete - vissa skulle påverkas genom att få mer information och för vissa är det en prisfråga huruvida man handlar hållbart eller ej. Studenterna anser att de skulle nås bättre om hållbarhetsarbetet kommunicerades ut i butiksmiljön. Avslutningsvis visar studien på att hållbarhet är viktigt för studentkonsumenterna men att bristande kommunikation minskar deras möjlighet att handla hållbart. Det är mindre troligt att ett företags anseende påverkas positivt om hållbarhet inte kommuniceras tillräckligt.
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Vevea, Nadene N. "Intercultural Communication Competence Theory: Integrating Academic and Practical Perspectives." Diss., North Dakota State University, 2011. https://hdl.handle.net/10365/28885.
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Over the past five decades, scholars of intercultural communication have attempted to define, describe, and otherwise operationalize the concept of competency in an intercultural interaction. This study constructed a comprehensive theory of intercultural communication competence (ICC) grounded in the extant literature and the practical or everyday understanding of the concept. Using classroom data that was validated by a metasynthesis of existing qualitative or ethnographic studies describing ICC, the academic definitions and lay descriptions were each explored and then compared to find points of convergence and points of divergence. The comparative analysis provided the foundation for the development of tenets: ICC is an outcome; ICC is externally perceived and measured; and ICC is bound by the cultural context in which it takes place, conditions regarding interaction goals and power roles of the interactants, and culture specific elements for the holistic ICC theory proposed by this study. An examination of the implications of the newly constructed ICC theory and its future application and implications were explored.
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Moreira, Josicleide de Amorim Pereira. "Aprendizagem e cultura organizacional na saúde da família: análise e reflexões em uma unidade docente-assistencial." Universidade Federal da Paraíba, 2013. http://tede.biblioteca.ufpb.br:8080/handle/tede/5900.
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Taking into account the changes in this globalized world, whose consequences echo in the accounting setting, in which their effects are manifested in reflections, theories and social, tax or normative practices, it is realized that the accountant needs a theoretical and practical formation that fosters a professional profile which makes feasible better organizational results and social development. Hence, accounting formation should encompass the necessary competences so that the course s graduate student can be placed in the labor market so as to respond to its demands as well as to the settings of the global economic policies, consciously and critically, ensuring thus the citizenship exercise by envisaging better life conditions and information democratization. Due to this fact, this research aimed at analyzing the existent relationship between the theoretical knowledge and the practice knowledge in the Accounting formation from the pedagogical-political fundamentals of Higher Education in the state of Paraíba. Consequently, Jürgem Habermas´ contributions to the Theory of Communicative Action were used with the intention to understand the relation established between the theoretical discourse and the practical one, having as starting point the definitions of instrumental reason and communicative reason . For the development of this research of empirical classification and quanti-qualitative approach, the exploratory typology was adopted having bibliographical and documental research as procedures. As to data collection, a questionnaire with closed questions was answered by students/trainees from the following public institutions: UFPB Campus I, UFPB Campus IV, UFCG Campus Sousa, UEPB Campus I and UEPB Campus VI. The results obtained from the content analysis of the Pedagogical Projects of the Courses (PPCs) denote the fulfillment of the National Curricular Guidelines (DCNs) by the researched Higher Education Institutions. The analysis of syllabuses of the Laboratory of Practices demonstrates that the activities inherent to the exercise of accounting profession were not fully covered. Time dedicated to the total course load is reduced thus highlighting that there is concern with reflection and understanding originated from the objectives of the accounting technique, and with the means on attaining the specific goals, providing instrumental rationality. Questionnaire results reveal that the courses have a highly theoretical design. Practices are not carried out in full time and their focus is on the modus operandi . The training students feel fairly qualified for their entry in the labor market and they are not fully prepared to perform all the activities that are fulfilled by means of technological systems. The duality, that the obtained data make reference to the hypothesis, corroborates the dichotomy itself of the accounting formation that is related to the imperatives of instrumental rationality as well as to the communicative one. It can be concluded, however not acceptable, that in the accounting formation, the practice is dissociated from the theory and vice versa.
A Estratégia Saúde da Família enfrenta hoje o grande desafio de superar um modelo de atenção biologicista, e consolidar-se como espaço de cuidado integral, de inovação, e de aprendizagem contínua. Reconhecer as diferentes subculturas nas organizações e potencializar a aprendizagem individual e coletiva é essencial em espaços como este. Nesta pesquisa estudamos a Aprendizagem e a Cultura Organizacional em uma unidade docente-assistencial, campo de prática para alguns cursos de graduação e para a residência em medicina de família e comunidade da Universidade Federal da Paraíba. Fizemos um estudo de caso com uma abordagem qualitativa apoiado na hermenêutica-dialética. Realizamos 15 entrevistas com profissionais (incluindo residentes), apoiadores e preceptores da residência. A equipe se mostrou com traços positivos de coletividade, tolerância ao outro, compreensão, e como aspectos negativos uma relação tensa com a gestão e, poucos e difíceis espaços de conversa. A residência foi um ponto discutido como fator de mudança de práticas, qualificação do cuidado, e de construção de propostas para a unidade de saúde. Ao mesmo tempo, as mudanças ocorridas neste período geram ansiedades e conflitos trabalhados pela equipe. As unidade estudada apresentou algumas identificações com princípios da Atenção Básica, principalmente com o trabalho em equipe, e o cuidado ao paciente. Diversos aspectos foram levantados sobre a valorização e desvalorização do trabalho, principalmente o reconhecimento do trabalho no primeiro, e condições difíceis de trabalho no segundo. O acolhimento e o papel do apoiador, foram temas repetidamente discutido nas entrevistas.
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Oliveira, Sónia da Conceição Barradas. "Relatório no âmbito da unidade curricular prática de ensino supervisionada." Master's thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/10972.
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O presente relatório foi produzido no âmbito da unidade curricular Prática de Ensino Supervisionada, que integra o Curso de Mestrado em Ensino de Português no 3º Ciclo do Ensino Básico e de Espanhol/Francês nos Ensinos Básico e Secundário, especialidade em Ensino do Português no 3º ciclo do Ensino Básico e Ensino Secundário e de Espanhol nos Ensinos Básico e Secundário.
A reflexão sobre o processo de ensino-aprendizagem é a temática central deste relatório. Pretendemos refletir sobre as práticas educativas desenvolvidas na Escola Básica Santa Clara em Évora, na lecionação da disciplina de Espanhol, no ano letivo transato. O relatório inicia-se com um enquadramento teórico onde são examinados alguns documentos reguladores e orientadores da prática letiva e também do ensino das línguas estrangeiras. Em seguida reflete-se criticamente sobre a prática letiva realizada, sobre o processo de ensino aprendizagem, sobre a preparação e execução das atividades letivas, também sobre a participação na escola e desenvolvimento profissional.
Pretendemos que o presente relatório possua uma vertente descritiva, mas acima de tudo reflexiva, revelando-se esta última essencial para a construção do professor; *** ABSTRACT:
Report within the course Supervised Teaching Practice
The present report was produced within the frame of the supervised Practical Curricular Teaching Unit of the course to achieve the MA. degree in Teaching Portuguese in the 3rd cycle of Basic Schools and Teaching Spanish/French in the Basic and Secondary Schools, focus on Teaching Portuguese in the 3rd cycle of Basic and Secondary Schools and Teaching Spanish in Basic and Secondary Schools.
The main issue of this written report is to make an attentive reflexion about the teaching-learning process.We intend to reflect on the educational performance carried out over the previous year at Santa Clara Elementary School, Évora, in Spanish language classes. The report opens up supplying a theoretical background in which the most relevant guiding documents on educational performance are examined. It also proposes a brief status quo of theoretical background on the teaching of foreign languages. A critical reflexion is made upon the teaching performance; the teaching-learning process; the performance in class; the participation of school life; the relationship with the school community, as well as the professional development.
It is the intent of this report to have a descriptive component, but also to have a reflexive one, the later being the most important to the construction of the teacher as a professional.
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Moorhead, Robert George. "Communication skills training for general practice." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09MD/09mdm825.pdf.
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Bibliography: leaves 554-636. Examines aspects of teaching medical students communication skills at a time when they are entering their clinical years. Integrates reports of 12 data-gathering exercises centred on medical student communication skills with the international literature, and with the author's reflections as an experienced educator and G.P. Recommends that communication skills training in a general practice setting should be a crucial factor in all future training of medical students.
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Murray, Shaun Patrick. "Eniatype : transdisciplinary practice for methodologies of communication." Thesis, University of Plymouth, 2011. http://hdl.handle.net/10026.1/312.
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The thesis demonstrates a rethinking of methodologies of communication through ecological design. Human communication and ecological accountability are inextricably linked in architectural design: the current global ecological crisis underscores this fundamental connection. Within architectural practice the communication from architect to participant or environment is not at all straightforward. This is also true of the dyadic relation between context, design and communication in architectural education. Notational systems within architectural education used as a communication tool have made the composition of architecture an activity like the composition of fiction: the activity of communication. So deep is the connection between architecture and communication in our culture that for much of the time we ignore it and behave as if notation were really a transparent window – just as in reading a working drawing in architectural practice we may ignore the intermediacy of notation and imagine that thoughts are reaching us directly from the architect’s mind. The most important criterion of notational systems, whether literally or architectural, is precisely that it should not draw attention to itself, nor disturb the illusion of neutrality and faithfulness. Through original design exploration, this work proffers a critical vision towards the built environment. These conceptions challenge the everyday education of architectural design by offering a transdisciplinary framework for design production. The work concludes with the necessity for a new design field entitled ‘Eniatype’. Eniatype is still in its nascent stages. It has the potential to become a far-reaching awareness that bonds the disciplines of design ecologies, theory of notation, instructional design and aesthetics; together they form the acronym ENIA. The work establishes the theoretical foundation for Eniatype in four parts. Part one, ideation, is a survey of visions on architectural practice illustrating original concepts such as ‘Correalism‘, ’Reflexive Architecture‘ and ’Recursive Vision‘. Part two, Enia, illustrates the principles of design ecologies, theory of notation, instructional design and aesthetical strands in projects such as ’Basque Enia‘ and ’Beijing Enia‘. Part three, Type, conveys the principles of the logical theory of types in ’Working Drawing, Participant and Environment‘. Part four, Eniatype, synthesise these approaches through a series of research sessions towards a transdisciplinary idea of architectural education and practice. The work describes a burgeoning field, Eniatype, which promotes ecological transitions within local and global contexts through architectural education. By linking working drawing and environment within architectural education, unique ecological design proposals were produced, which promote a new role in defining the ciphers of future design thought.
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Whyte, Andrew. "Building design team communication : practice and education." Thesis, Robert Gordon University, 1996. http://hdl.handle.net/10059/575.
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This study examined three propositions: - (i) there are problems in the building design team created by difficulties of communication between different professional disciplines, (ii) communication difficulties are primarily a function of cultural differences instilled by vocational education, and (iii) communication gaps require educational initiatives able to bridge cultural differences instilled by vocational traditions in the educational process. To achieve the most efficient process and ultimately a more effective product, building design team professionals must maximise their capacity for integrated activity and inter-professional communication. The nature of inter-professional relationships, and their development through the group formation process, is presented as a central consideration in the analysis of building design team communication. The rationale and methodological development of the study seeks to understand whether differences in inter-professional interaction are largely a matter of values and attitudes, and whether these can be modified by training to improve communication in the building design team. Research examines whether influencing positively professional attitudes at the formative stage addresses inter-disciplinary dissonance. This study establishes a link between education for the construction industry, and the adverse affects of perceived professional discord. This study goes beyond current conflictual opinion regarding the structure of specialised education for construction, and presents evidence that, handled correctly, future tertiary education can provide the most suitable antecedent for a more efficiently integrated building industry.
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Fortelny, Stephan. "Communicating technical information within communities of practice." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23158.
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This thesis is an exploration of how the communication of technical information can be facilitated by practices of collaborative media. While focusing on the domain of bicycles and more specifically on hobbyists working on their bikes, the aim of this study has been to show possible directions for the design of collaborative media for hands-on kind of work environments in general. Two design experiments were carried out in the process. While the first one attempts to connect local work with global resources, the second experiment is more deeply connected to an existing local community of bike enthusiasts and their practices of learning and knowing. Through carrying out the two design experiments, an argument was made that involving existing social structures into collaborative media design solutions is crucial due to the fact that these existing resources are deeply connected to practices of learning and knowing. However, more work needs to be done to generate more detailed solutions for different domains.
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Morales, Vanessa Paternostro. "A oralidade no ensino de língua portuguesa: um estudo da fala como prática discursiva." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/14604.
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This dissertation mastership made on PostGraduation Studies of Pontifícia Universidade Católica de São Paulo, is a study of the organization and function of the orality as a language modality and also a study of the pedagogical aplication importance. Tradicionaly, the school has priviledged the writing as a study and teaching object. In these last years, however the development of linguistic investigation lines has given a bigger orality recognition, detaching its place as communicative interaction. Thus, the teaching instruction of the orality is more and more recognized and dispensable. The general objective of the study is to cooperate with the increasement of the linguistical development, proposing and discussing ways of pedagical approach in orality, as a social and discoursive practical. The specifcs objectives are: 1) identification of the structural and oral modality characteristics; 2) to show the relevance of the dialogical relation between orality and readind; 3) to reiterate the importance of the situacional, argumentation for a communicative interaction; 4) to make possible the observation of the linguistical variants, understanding and respecting theirs forming and using; 5) to present a proposal of orality teaching, beginning in a process of rewriting and from the characteristics of the investigation, looking at student communicative competence development. Two views give support to this research: The Conversation Analysis and the Interactional Sociolinguistic. The first one based the study of organization and the construction of the oral speech as a practice essentialy in context, the second one supported the understanding of the language complexity and theirs modalities as phenomenons interactives and dynamics
Esta dissertação de mestrado, realizada no Programa de Estudos Pós- Graduados da Pontifícia Universidade Católica de São Paulo, faz um estudo da organização e funcionamento da oralidade como modalidade de língua e da importância de sua aplicação pedagógica. Tradicionalmente, a escola tem privilegiado a escrita como objeto de estudo e de ensino. Nos últimos anos, no entanto, o desenvolvimento de linhas de investigação lingüística tem possibilitado maior reconhecimento da oralidade, destacando seu papel como forma de interação comunicativa. Assim, a introdução do ensino da oralidade tem sido cada vez mais reconhecida como necessária. Este trabalho tem como objetivo geral contribuir para uma perspectiva de formação lingüística mais ampla, propondo e discutindo caminhos para a abordagem pedagógica da oralidade como prática social e discursiva. Os objetivos específicos são: 1) identificar as características estruturais e funcionais da modalidade oral; 2) mostrar a relevância da relação dialógica entre oralidade e escrita; 3) reiterar a importância da contextualização situacional para a interação comunicativa; 4) possibilitar a observação das variantes lingüísticas, compreendendo e respeitando sua formação e uso; 5) apresentar uma proposta para o ensino da oralidade, a partir do processo de retextualização e dos dados obtidos nesta investigação, visando ao desenvolvimento da competência comunicativa do aluno. Duas teorias dão sustentação a esta pesquisa: a Análise da Conversação e a Sociolingüística Interacional. A primeira fundamentou o estudo da organização e construção do discurso oral, como pratica essencialmente contextualizada; a segunda subsidiou o entendimento da complexidade da língua e de suas modalidades como fenômenos interativos e dinâmicos
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Wichman, Lori. "Bedside Reporting: Improving Practice." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4693.
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Bedside reporting is one way to improve communication among the health care team. At the study site, at least 50% of bedside reporting was being conducted at the door of the patient's room instead of at the patient's bedside. The project question addressed whether a computer-based education and training video on bedside reporting and a standardized bedside reporting checklist would increase the rate of bedside shift-to-shift reporting among a medical surgical unit (MSU) to 100%. The project addressed the implementation of standardizing bedside reporting through education and training using Agency for Health Care Research and Quality's (AHRQ) Guide to patient and family engagement. The project also promoted use of a standardized tool to conduct bedside reporting and a surveillance tool to ensure bedside reporting was being conducted. Data was collected through surveys and surveillance. The data was tabulated for frequencies displayed in percentages. Post-implementation findings indicated that bedside reporting went from 0% to 86% during the 2-week surveillance period. MSU nursing staff improved their knowledge and skill on how to conduct bedside reporting, but their attitude did not change as they thought the practice of bedside reporting was not an effective use of their time. Findings may be used to increase involvement of patients and families in their inpatient health care.
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Hlela, Nomfundo. "Exploring best practices for crisis communication." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/15060.
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In the past few decades, corporate crises have received high media attention and revealed the impact that a disaster can have on a company’s reputation. A breadth of scholarly literature has already analysed crisis communications and key elements of an effective response. In this study I examine crisis communications strategies of two companies (British Petroleum and Domino’s Pizza) who responded differently when faced with a crisis. The study will explore the companies’ actions and various media materials including public statements, press releases and social media platforms. This information will be presented alongside corresponding news coverage to reveal how the media translated these actions. Results show that by accepting responsibility and marketing efforts to stop the disaster, a corporation can transform its communication strategy and recover its reputation.
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Ajjawi, Rola. "Learning to communicate clinical reasoning in physiotherapy practice." University of Sydney, 2006. http://hdl.handle.net/2123/1556.
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Doctor of Philosophy (PhD)Effective clinical reasoning and its communication are essential to health professional practice, especially in the current health care climate. Increasing litigation leading to legal requirements for comprehensive, relevant and appropriate information exchange between health professionals and patients (including their caregivers) and the drive for active consumer involvement are two key factors that underline the importance of clear communication and collaborative decision making. Health professionals are accountable for their decisions and service provision to various stakeholders, including patients, health sector managers, policy-makers and colleagues. An important aspect of this accountability is the ability to clearly articulate and justify management decisions. Considerable research across the health disciplines has investigated the nature of clinical reasoning and its relationship with knowledge and expertise. However, physiotherapy research literature to date has not specifically addressed the interaction between communication and clinical reasoning in practice, neither has it explored modes and patterns of learning that facilitate the acquisition of this complex skill. The purpose of this research was to contribute to the profession’s knowledge base a greater understanding of how experienced physiotherapists having learned to reason, then learn to communicate their clinical reasoning with patients and with novice physiotherapists. Informed by the interpretive paradigm, a hermeneutic phenomenological research study was conducted using multiple methods of data collection including observation, written reflective exercises and repeated semi-structured interviews. Data were analysed using phenomenological and hermeneutic strategies involving in-depth, iterative reading and interpretation to identify themes in the data. Twelve physiotherapists with clinical and supervisory experience were recruited from the areas of cardiopulmonary, musculoskeletal and neurological physiotherapy to participate in this study. Participants’ learning journeys were diverse, although certain factors and episodes of learning were common or similar. Participation with colleagues, peers and students, where the participants felt supported and guided in their learning, was a powerful way to learn to reason and to communicate reasoning. Experiential learning strategies, such as guidance, observation, discussion and feedback were found to be effective in enhancing learning of clinical reasoning and its communication. The cultural and environmental context created and supported by the practice community (which includes health professionals, patients and caregivers) was found to influence the participants’ learning of clinical reasoning and its communication. Participants reported various incidents that raised their awareness of their reasoning and communication abilities, such as teaching students on clinical placements, and informal discussions with peers about patients; these were linked with periods of steep learning of both abilities. Findings from this research present learning to reason and to communicate reasoning as journeys of professional socialisation that evolve through higher education and in the workplace. A key finding that supports this view is that clinical reasoning and its communication are embedded in the context of professional practice and therefore are best learned in this context of becoming, and developing as, a member of the profession. Communication of clinical reasoning was found to be both an inherent part of reasoning and an essential and complementary skill necessary for sound reasoning, that was embedded in the contextual demands of the task and situation. In this way clinical reasoning and its communication are intertwined and should be learned concurrently. The learning and teaching of clinical reasoning and its communication should be synergistic and integrated; contextual, meaningful and reflexive.
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Caccia, Lewis E. "Risk communication in the workplace an analysis of communication toolkits as rhetorical practice /." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1239226189.
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Thesis (Ph.D.)--Kent State University, 2009.Title from PDF t.p. (viewed Nov. 13, 2009). Advisor: Sara J. Newman. Keywords: labor relations, workplace, risk communication, occupational safety, safety communication, enthymemes, literacy, rhetoric, Communications Toolkits, Toolkits, topoi. Includes bibliographical references (p. 196-206).
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Caccia, Lewis E. Jr. "Risk Communication in the Workplace: An Analysis of Communication Toolkits as Rhetorical Practice." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1239226189.
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Mullarkey, William Joseph. "A practical theory of communication." Thesis, Liverpool John Moores University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261395.
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Stanton, Jonathan Robert. "Practical wide area group communication." Available to US Hopkins community, 2002. http://wwwlib.umi.com/dissertations/dlnow/3046387.
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Murray, Esther Louise. "Practice-based evidence : cardiac care and doctor-patient communication." Thesis, City University London, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492344.
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Depression and anxiety are common in patients with coronary heart disease (CHD). As well as reducing health related quality of life, psychological problems can be a barrier to recovery and to making the necessary lifestyle changes to prevent worsening of cardiac health. A report on cardiac rehabilitation services in South East London (Marks & Filer, 2005) identified gaps in the services provided: not all CHD patients receive psychological support. Reviews of psycho-educational programmes in cardiac rehabilitation (Dusseldorp 1999 and Bennett & Carroll 1994) have found that group interventions can be effective in reducing emotional distress, targeting risk factors and increasing active coping. Cognitive behavioural techniques such as goal setting and evidence checking have been found to be effective when working with CHD patients (Lewin 2002). A psycho-education session based on cognitive behavioural techniques was designed and delivered to CHD patients as part of their usual Phase III cardiac rehabilitation programme in 3 hospitals in South East London. Two types of session were delivered: one individualised and interactive, the other generic and didactic in style. The format and content of the intervention is outlined in a manual and the same manual was used to deliver the session each time. All patients received a written handout summarising the session. Patients were randomly allocated to the control or intervention group. Outcomes were measured by HADS, Dartmouth COOP and a behavioural questionnaire before and after the session. Results showed high levels of patient satisfaction with the intervention in terms of usefulness and feeling comfortable and accepted in the group format. There was no significant difference in HADS scores over time, or between groups. This project is a case study for the complexities of carrying out research with limited resources in the setting of the NHS and highlights the role of practice-based evidence.
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Morrow, Norman C. "Communication as a focus in pharmacy education and practice." Thesis, Queen's University Belfast, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.254310.
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Luo, Cheng Ph D. Massachusetts Institute of Technology. "Communication for wideband fading channels : on theory and practice." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/35598.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2006.Includes bibliographical references (p. 163-167).
This dissertation investigates some information theoretic aspects of communication over wideband fading channels and their applicability to design of signaling schemes approaching the wideband capacity limit. This work thus leads to enhanced understanding of wideband fading channel communication, and to the proposal of novel efficient signaling schemes, which perform very close to the optimal limit. The potential and limitations of such signaling schemes are studied. First, the structure of the optimal input signals is investigated for two commonly used channel models: the discrete-time memoryless Rician fading channel and the Rayleigh block fading channel. When the input is subject to an average power constraint. it is shown that the capacity-achieving input amplitude distribution for a Rician channel is discrete with a finite number of mass points in the low SNR regime. A similar discrete structure for the optimal amplitude is proven to hold over the entire SNR range for the average power limited Rayleigh block fading channel. Channels with a peak power constraint are also analyzed. When the input is constrained to have limited peak power, we show that if its Kuhn-Tucker condition satisfies a sufficient condition, the optimal input amplitude is discrete with a finite number of values.
(cont.) In the low SNR regime, the discrete structure becomes binary. Next, we consider signaling over general fading models. Multi-tone FSK, a signaling scheme which uses low duty cycle frequency-shift keying signals (essentially orthogonal binary signals, is proposed and shown to be capacity achieving in the widceband limit. Transmission of information over wideband fading channels using Multi-tonc FSK is considered by using both theoretic analysis and numerical simulation. With a finite bandwidth and noncoherent detection, the achievable data rate of the Multi-tone FSK scheme is close to the wideband capacity limit. furthermore, a feedback scheme is proposed for Multi-tone FSK to improve the codeword error performance. It is shown that if the receiver can feedback received signal quality to the transimitter. a significant improvement in codeword error probability can be achieved. Experimental results are also obtained to dlenlonstrate features and practicality of Multi-tone FSK.
by Cheng Luo.
Ph.D.
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Almas, Luís Miguel Gavelas. "Relatório no âmbito da unidade curricular prática de ensino supervisionada - Ensino do português no 3º ciclo do ensino básico e ensino secundário e de espanhol dos ensinos básico e secundário." Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/15705.
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O presente relatório foi elaborado no âmbito da Unidade Curricular Prática de
Ensino Supervisionada, do Curso de Mestrado em Ensino de Português no 3º Ciclo do
Ensino Básico e de Espanhol/Francês nos Ensinos Básico e Secundário, especialidade
em Ensino do Português no 3º Ciclo do Ensino Básico e Ensino Secundário e de
Espanhol nos Ensinos Básico e Secundário.
Constitui uma reflexão sobre as práticas educativas levadas a cabo durante o ano
letivo 2011/2012, na Escola Secundária Mouzinho da Silveira, em Portalegre, na
lecionação da disciplina de Espanhol. O relatório inicia-se com um enquadramento
teórico em que se tecem algumas considerações sobre os principais documentos
orientadores da Educação e do ensino das línguas estrangeiras em Portugal. Segue-se a
reflexão crítica sobre a prática docente, em que se reflete essencialmente sobre a
dimensão do ensino e da aprendizagem, passando pela preparação e execução das aulas,
sobre a participação na Escola e a relação com toda a comunidade educativa e ainda
sobre a dimensão de desenvolvimento profissional; ABSTRACT: The present report was produced within the frame of the supervised Practical
Curricular Teaching Unit of the course to achieve the MA. degree in Teaching
Portuguese in the 3rd cycle of Basic Schools and Teaching Spanish/French in the Basic
and Secondary Schools, focus on Teaching Portuguese in the 3rd cycle of Basic and
Secondary Schools and Teaching Spanish in Basic and Secondary Schools.
In its essence, the report comprises a reflexion on the educational performance
carried out over the school year 2011/2012 at Mouzinho da Silveira Secondary School,
Portalegre, in the classes of Spanish. The report opens supplying a theoretical
background in which considerations are made on the most relevant guiding documents
on Education and the Teaching of foreign languages, in Portugal. A critical reflexion on
the teaching performance ensues in which the focus falls mainly upon the
teaching/learning process, the performance in class, on the participation of school life
and the relationship with the whole of the school community, extended to the frame of
professional development.
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Verzosa, Hurley Elise. "Toward a Pedagogy of Visual Communication as Critical Practice in Professional and Technical Communication." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/297050.
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This project, Toward a Pedagogy of Visual Communication as Critical Practice in Professional and Technical Communication, examines the teaching of visual communication in undergraduate professional and technical communication courses. Through an analysis of scholarship, textbooks, and a service-learning project as a case study, I argue that a situated visual communication pedagogy that integrates both analysis and reflection throughout the visual production and design process can better allow students to understand the ways in which the visual participates within larger social and cultural contexts. This understanding helps students develop abilities to potentially transform visual discourses emphasizing that all visual documents and texts, including the ones they produce, participate in shaping the ways in which meaning is made. By integrating visual communication and design into service-learning and other civic engagement pedagogies in the professional and technical communication classroom, instructors and students can begin to interrogate the view that professional and technical communication is a neutral, objective practice concerned only with prescriptive adherence to forms, conventions, workplace efficiency, and corporate success. Thus, in addition to helping students develop as communicators and thinkers, integrating visual communication into service-learning and throughout the duration of a course allows students to explore the civic dimensions of professional and technical communication, situating them as engaged designers and active members of their communities.
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Ohlsson, Caroline, and Jessica Riihimäki. "Sustainable Communication or Communicating Sustainability? : A qualitative research studying sustainable marketing practices at IBM, Max Burgers & H&M." Thesis, Stockholms universitet, Företagsekonomiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-125900.
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The demand for sustainability initiatives is increasing by both consumers and organizations (Gittell, et al. 2013). It changes the way businesses are operating and communicating, hence the interest for sustainable marketing has increased. Sustainable marketing should not only be about initiatives to appear more environmental friendly or socially conscious, but rather about a more substantive and meaningful levels of commitments (ibid). Alongside these practical ideas of sustainable marketing, consumers’ requirements for sustainability have sometimes been used as a strategy to create sustainable communication, although companies are lacking initiatives of sustainability. The idea of marketing as a strategy to create desire and needless spending along with sustainability goals has been criticized as being in direct contradictories (Meller & Magaš 2014, Pettie 2001, Pettie & Belz 2010). Thus, the problematics compose of the discussed oxymoron between sustainability and marketing together with the difference between sustainable communication and communicating sustainability. This qualitative study has been done with a starting position from the idea of addressing how sustainable marketing is practiced, why it is practiced and how the future outlook of the concept is perceived from a company perspective. The chosen theories for this study compose mainly of basic marketing theories and models with a sustainability adaption. A qualitative study addressing this issue from a company perspective has not been discovered in previous researches, which resulted in the idea of highlighting different companies’ opinions and practices of sustainable marketing. The findings have discovered the usage of sustainable marketing today and potentially in the future, together with reasons for why it is practiced. Sustainability has become a well-known concept with a lot of business scandals associated to it, which has been mentioned in this study as one of the reasons for the predictions of a future demand of real sustainable marketing practices.
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Hadebe, Vusumuzi Collin. "Communication policy and practice : the case of the Ethekwini Municipality." Thesis, University of Zululand, 2005. http://hdl.handle.net/10530/343.
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A dissertation submitted in fulfilment of the requirements for the Degree of Master of Arts in Communication Science, University of Zululand, 2005.In this thesis the researcher examines language policy and language practice in large organisations, with specific reference to departmental practice at the eThekwini Municipality. The eThekwini Municipality is one of South Africa's largest municipalities that are tasked with the provision of (and ensuring universal access to) essential services that are affordable to local communities, for example, water, electricity and sanitation. The eThekwini municipality was chosen on the basis of its commitment to equity and the development of its employees' potential through training and development programmes. The study, is conducted within the parameters of the new Constitution's multilingual language policy of South Africa, the Skills Development Act of 1998 and the Employment Equity Act of 1998. In Section 6: C, the Constitution states that the state must take practical measures to elevate the status of the indigenous languages and in Section 9: 3, the state may not discriminate against anyone on the grounds of language and colour. The study argues that in order to ensure equity, all South African languages must be used for the promotion of multilmgualism and the advancement of African languages, which were previously ignored by the apartheid government. The broad issues that the study examined include language policy and practice, languages used in organisations and the dominance of English in organisational communication.
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Pravica, Tamara Eileen. "Communicative ethics, developing a practical procedure of discourse." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0006/MQ46184.pdf.
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Sommerville, Shiona L. "Communicating landscape architecture, a model for interpersonal theories of practice." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ56368.pdf.
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Tietjen, Mark A. Roberts Robert Campbell. "Kierkegaard's practice of edification : indirect communication, the virtues, and Christianity /." Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/4841.
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